FACTORS UNDERLYING THE MEASUREMENT OF TEACHER BURNOUT
This study predicted that the same three factors can be identified in both the Maslach Burnout Inventory (MBI) and the Burnout-Tedium Measure (BTM). It was also predicted that certain dimensions of the Job Diagnostic Survey (JDS) would be meaningfully related to the burnout factors. Burnout was defined as a syndrome of exhaustion resulting from chronic stress. Subjects were 271 elementary and secondary public school teachers. Packets of the instruments were distributed, with the position of each instrument in each packet randomly determined. Of the 308 packets distributed 88 percent were returned completed. The average time required was 40 minutes.^ The MBI, BTM, and JDS were examined using five types of factor analysis and rotation. Since there were only minor differences among the methods, the results are presented only for principal factor with iteration, varimax rotation, and listwise deletion. The 3-factor solution was retained for each instrument. Factor scores generated for each of the instruments were entered into a canonical correlation so that the factors from the different instruments could be compared. The results show that substantially the same factors can be identified on the MBI and the BTM with teachers, and it is possible to score the MBI and the BTM on these factors so that the results from these instruments can be compared. These factors are Emotional Exhaustion (E), Withdrawal from one's Job and Clients (W), and Self-Concept in Relation to Accomplishment on the Job (SC). E is the degree to which a teacher feels emotionally exhausted or drained, physically exhausted, fatigued, rundown, and burned out. W is the degree to which a teacher becomes hardened emotionally and callous toward people, treats students as impersonal objects, doesn't care what happens to students, feels disillusioned and resentful about students, and feels rejected. SC is the degree to which a teacher feels that he or she understands how students feel about things, positively influences them, is effective in dealing with students' problems, and is having a good day. Significant correlations were found between burnout and core job dimensions and affective reactions to the job. Considering leaving the job is significantly correlated with all of the burnout factors, number of days absent and sex are significantly correlated with E, and satisfaction with salary is significantly correlated with W.^ Suggestions for future use of the MBI and BTM with teachers using the E, W, and SC factors were made, along with suggestions for future research. ^
SCHARF, SIDNEY, "FACTORS UNDERLYING THE MEASUREMENT OF TEACHER BURNOUT" (1984). ETD Collection for Fordham University. AAI8423134.